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Abstract

Recent psychological studies have revealed that autistic children can neither reason properly about mental states of themselves and others, nor understand emotions (Leslie, 1987; Perner 1991; Pilowsky, Yirmiya, Arbelle, & Mozes 2000). Autism is a multifactor disorder that is characterized by impaired social interaction and communication, combined with repetitive and stereotyped patterns of behavior, and affects up to 1% of school-aged children in some geographic areas. In this article we are concerned with the strategies of rehabilitation of reasoning to improve communication skills of children with autism.